A Survey Study Of Rural Senior High School Students’ Emotional Factors In English Learning From The Perspective Of Affordance Theory

Under the background of the implementation on the Rural Revitalization Strategy,education in the countryside has become a hot topic of great concern.Rural prosperity means national prosperity,and education prosperity means rural prosperity.The Ministry of Education clearly proposed to promote the integration development in the education of urban and rural areas,which means to revitalize rural education.The measurement is an important means to promote the effective link between the achievements of Education and Poverty Alleviation and Rural Revitalization.For the more,it is an important measure to promote the development of rural revitalization.The problems of rural education are reflected in many aspects,such as weak teacher resource,imperfect educational facilities and so on.In addition,there are also many problems in students’ learning emotional factors,such as students’ low enthusiasm and anxiety when they are learning.Particularly in the subject of English,students’ emotional problems are prominent.Emotional factors focus on students’ individual differences and are one of the important factors that affect students’ language learning.Emotional factors include positive emotional factors and negative emotional factors.Positive emotions can promote learning and negative emotions hinder learning.Learning motivation belongs to positive emotional factors,while learning anxiety belongs to negative emotional factors.Many studies have been addressed on learning motivation and learning anxiety,and the relevant theories are mature.However,few researches have focused on the correlation between motivation and anxiety.Moreover,the correlation results they have presented are inconsistent.This thesis investigated the current situation of emotional factors in English learning of rural senior high school students in terms of learning motivation and anxiety.The theoretical foundation of this thesis is the theory of affordance proposed by Gibson,which expounds the ecological interaction between animals and environment.This thesis combined Van Lier’s understanding of affordance theory in language learning,that is the cycle of perception-interpretation-action mode,trying to figure out the relationship between learners’ perception and emotional factors.Three research questions are addressed in this thesis as follow,(1)What is the current situation of English learning motivation,English learning anxiety and classroom environmental perception of rural senior high school students?(2)What is the relationship among high school students’ English learning motivation,English learning anxiety and classroom environmental perception?(3)From the perspective of affordance theory,what kinds of strategies can effectively enhance the English learning motivation of rural senior high school students and reduce their emotional anxiety in English learning?In this thesis,294 students of Grade 2 of Bianyang Middle School were selected as the research objects.By analyzing the collected data with SPSS25.0,the results show that the average English learning motivation of rural senior high school students is 2.914,in which the extrinsic motivation is stronger than the intrinsic motivation.It shows that students’ English learning motivation mainly comes from external factors rather than their learning interest in English.The mean of learning anxiety is 2.801,which is at the medium level of anxiety.This is a hindrance to students’ English learning.The average value of classroom environmental perception is 3.077,which shows that students can perceive and take advantage of classroom favorable factors to promote their English learning.Through the results of correlation analysis,learning motivation,learning anxiety and classroom environmental perception are positively correlated.Therefore,in the process of implementing teaching,teachers can help students to enhance their English learning motivation and reduce their learning anxiety by adjusting the classroom environment,so as to promote students’ English learning,which can also improve the teaching quality.